District Dashboard
E-Rate Resources
FAFSA Data Service
K12 Network Support
KRA-R/ELA Support
ODE Data Requests
PBIS – Restraint and Seclusion
District Resolution for Grade 3 Testing
BroadbandOhio Connectivity Grant
RosterV Support
RemotEDx
RemotEDx Connectivity Champions
RemotEDx Support Squad
RemotEDx Exchange
District Dashboard
E-Rate Resources
FAFSA Data Service
K12 Network Support
KRA-R/ELA Support
ODE Data Requests
PBIS – Restraint and Seclusion
District Resolution for Grade 3 Testing
BroadbandOhio Connectivity Grant
RosterV Support
RemotEDx
RemotEDx Connectivity Champions
RemotEDx Support Squad
RemotEDx Exchange
Ohio Learning Standards – Public Feedback Survey Examples
Sample public feedback survey for Fine Arts Standard
World Languages Survey - September 2019
Public Feedback Survey for Sept. 2019 - Oct. 2019
After reviewing the draft world language standards, please complete all three parts of this survey:
Respond to each statement using “Strongly Disagree” to “Strongly Agree”
Provide specific comments or suggestions
Provide demographic information
Note:
This is an anonymous survey that is available to the public. No personally identifiable data is being collected or stored as part of this survey.
Go to top
The five Cs from the national World-Readiness Standards (Communication, Cultures, Connections, Comparisons, Communities) still are demonstrated in the revised learning standards.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
Reordering the two Ohio Learning Standards to place the Cultures standard before the Communication standard clearly communicates the importance of embedding culture in all learning and assessment activities to ensure the strong development of language learners’ intercultural skills.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
The revised Cultures and Communication learning standards reflect global competency skills students need to learn and prosper in the 21st century.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
The consolidation of the Ohio's Learning Standards into one version organized around the first seven sublevels (Novice Low through Advanced Low) of the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Scale is logical and will assist teachers in building learners’ language proficiency and intercultural skills.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
The benchmarks, performance descriptors and applications for learning are clearly aligned to the 2012 ACTFL Proficiency Guidelines and the Can-Do Statements for Intercultural Competence and Communication created by the National Council of State Supervisors for Languages in partnership with ACTFL.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
The benchmarks, performance descriptors and applications for learning are age and cognitively appropriate in a K-12 sequence of language instruction.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
The new format of the revised world language learning standards is user-friendly.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
As I look up and down the document at the elements grouped vertically under each of the seven sublevels of proficiency, I note a consistent depth of knowledge and consistent proficiency expectations.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
As I look across the document at the numbered elements for each benchmark, performance descriptor and application for learning from Novice Low to Advanced Low, there is strong evidence of sequential articulation including the purposeful recycling of topics and the scaling up of learning tasks, depth of knowledge and literacy development.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
The revised learning standards document clearly states what students should know and be able to do at each of the first seven sublevels of proficiency as defined by ACTFL.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
All expectations for students are appropriately rigorous.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
All expectations for student learning are relevant.
*
Strongly Disagree
Disagree
No Opinion
Agree
Strongly Agree
Please list the overall strengths and weaknesses of the document in terms of focus, clarity, rigor, manageability and language proficiency development.
*
Do you have any general comments or specific suggestions for improvement to share regarding the revised learning standards?
*
With each suggestion for improvement, please reference the mode of communication, element along the document’s left side, proficiency level and item number that you are addressing (for example, Interpretive Communication, Literacy, Novice High, #3).
Be sure to provide research or evidence that supports any suggestion you make.
What is your role in education?
*
Teacher
Administrator
Curriculum specialist
Lead teacher/Department chair
Higher Education
Parent
School board member
Pre-service teacher
Other stakeholder
If you are a teacher, please check all grade clusters and programs that you teach.
*
Pre-K to grade 5
Grades 6 to 8
Grades 9 to 12
Immersion
Advanced Placement (AP)
International Baccalaureate (IB)
I do not teach a world language.
If applicable, please check the language(s) you teach:
*
Spanish
French
German
Latin
American Sign Language
Chinese
Italian
Japanese
Russian
Arabic
Greek
Hebrew
Exploratory
ESL
Other
Not applicable
If applicable, how many years of experience do you have teaching world languages?
*
1-5 years
6-10 years
11-20 years
>20 years
Not applicable
Please select ALL of the following with which you have experience or a special concern.
*
Special education
English learners
Gifted education
Urban education
Community schools
Private schools
Home schooling
None
If you are an educator, please indicate the general typology of the school/district where you work.
*
Large Urban
Suburban
Small Town
Rural
Email
This field is for validation purposes and should be left unchanged.